Abstract: Augmented reality (AR) is a promising technology for improving the applicative and comprehension skills of students. The ARiSE project developed an Augmented Reality Teaching Platform (ARTP) for secondary schools. A Chemistry learning scenario was implemented that is based on the interaction paradigm “building with guidance”. This study aims at assessing the extent to which specific capabilities of the ARTP support the understanding of Chemistry concepts as well as their contribution to the perceived utility. The results of a multiple-regression analysis show that the specific features of the Chemistry scenario enable students to better understand the subject matter with less effort in learning. Overall, the interaction paradigm proved to have a positive influence on the effectiveness and efficiency of the learning process

AR can enhance the learner’s perception of a real environment, unlike other computer-based interactive technologies that draw users away from the real world and focus their attention onto a screen (Chen &Tsai, 2012). Thus, AR is a promising technology for improving the practical and comprehension skills of students and supporting the learning and teaching process in educational contexts.

The Augmented Reality Teaching Platform (ARTP) was developed in the framework of the ARiSE project (Wind, Riege & Bogen, 2007). ARTP consists in three research prototypes (applications), implementing various learning scenarios based on different interaction paradigms. The second prototype implemented a Chemistry scenario.

The interaction paradigm was “building with guidance” and was targeted at understanding the periodic table of Chemical elements, the structure of atoms / molecules, and chemical reactions. There are typical AR capabilities, such as: 3D visualization, animation, vocal interface for learning and guidance, and haptic feedback. There are also some specific features for this scenario: augmentation of the atom structure, building a molecule from atoms, and simulation of chemical reactions.

The purpose of this study is twofold: (a) to evaluate the extent to which these specific capabilities of the ARTP are supporting the understanding and learning of Chemistry concept (b) to analyze the relations between the ARTP features and two variables related to the perceived utility: effectiveness and efficiency of the learning process.

The rest of this paper is organized as follows. In the next section we present related work in AR-based learning. In Section 3 we describe the method, including the rationale for the evaluation instrument. The results of this study are presented in section 4. The paper ends with conclusion and future work.

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CHEN, Y.-C. A Study of Comparing the Use of Augmented Reality and Physical Models in Chemistry Education. ACM International Conference on Virtual Reality Continuum and Its Applications, 2006, pp. 369-372.

PRIBEANU, C., Specification and Validation of a Second Order Formative Index to Evaluate the Ergonomic Quality of an AR-based Educational Platform. International Journal of Computers, Communication and Control, vol. 7(4), 2011, pp. 720-731.